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Watersheds |
Step
1 - State the Problem
Step 2 - Research,
and Hypothesize or Predict
Step 3 - Plan Experiment
and Gather Data
Step 4 - Analyze the
Data and Make a Conclusion
Step 5 - Take Action
Step 6 - Assessment
 More
information about this step
Grasping water basics
Have students begin by defining the following terms: aquifer, groundwater, hydrology, runoff, tributary, watershed, wetland. Afterwards, have students draw a picture or diagram of the different terms, with explanations of how each relates to and impacts the other.
Then have students get additional background information about the importance of our water supply, and the challenges of keeping it clean by watching the WHAT'S UP IN THE ENVIRONMENT video, and revisiting the sites listed below.
Where does your water come from?
Have students keep a record of all the water they use for several days. Record how they used the water and where it came from. Challenge students to find out the original source of the water whenever possible by contacting their local water utility company.
After reading through the Web sites listed below for information about how human activity impacts watersheds, see if students can identify any potential problems for their local watershed.
Resources for step 1
Materials needed
- Access to the Internet on at least one computer (optional)
- WHAT'S UP IN THE ENVIRONMENT video (optional)
- Drawing paper and markers, crayons, or colored pencils
Bookmark these Web sites for student
research
 More
information about this step
Map and survey local watershed
Once students understand the condition of the body of water
or groundwater, they will investigate the health of the local
watershed area that contributes to the chosen body of water.
They should begin by mapping and surveying their watershed.
For assistance with locating the local watershed area consult the EPA: Surf Your Watershed, or River Network Web site. These sites can either identify the areas, or put you in touch with local officials who can. Your local university's geology department may also be a good source of information. For complete mapping and surveying instructions download the Cyber Ways and Waterways pdf listed below.
Create checklist of general characteristics of healthy bodies of water
Have students develop two separate checklists that note the characteristics for healthy and contaminated bodies of water (make sure to include groundwater). You may want to assign different student groups to investigate the characteristics for different kinds of bodies of water. Use the resources listed below, and talk to EPA officials to find information. Once complete, have the class review the checklists for the most relevant qualities and come up with a master list.
Research what others think about your local body of water
Examine the local watershed map and survey, and compare that with the characteristics of a healthy or contaminated site. Based on this, have student groups choose a body of water, or groundwater site within the watershed that they think may be contaminated. Or, students can choose an area that they think would probably be healthy. Then use the resources below to find out if there are any local groups maintaining the site. You may want to consult with the EPA to ensure that the chosen site is accessible for further study.
Hypothesis
Based on your research, create a hypothesis for this question: Is the water you are studying in this project contaminated? If so, what do you suspect are the major causes of the contamination? If local groundwater and bodies of water are healthy, what do you think is keeping them clean and what must be done to keep them that way?
Resources for step 2
Bookmark these Web sites for student
research
- EPA - Water Atlas
http://www.epa.gov/ceisweb1/ceishome/atlas/
nationalatlas/ wateratlas.html
Water Atlas tracks and maps America’s bodies of water,
their usage, their health, and steps being taken to improve
their quality.
- Environmental Protection Agency – Contact Information
http://www.epa.gov/epahome/comments.htm
Scroll down to the map and click on your region to get contact
information for or to e-mail questions to your local EPA
office.
- River Network
http://www.rivernetwork.org
The River Network is a national organization that connects
river conservationists with the information that they need.
The site provides listings of local and national resources.
Since there is so much information on this site, you may
want to preview it with your students.
Water health information
Watershed information
 More
information about this step
Now students should plan an experiment and gather data that will help them assess the health of their chosen site.
Tips for planning the experiment
Your local EPA office can be a great resource in assisting with the design of the experiment. Have students contact the EPA, a local university geology department, or groups who are already
working at the site to help them design an appropriate experiment for their chosen water site. An alternative is to join forces with another class that has already developed an appropriate project. (Check the Globalschoolhouse, or any other education project registry site to see if there are similar projects in progress).
Data collection tips
Once the experiment is planned, determine how data will be collected. You may want to split your class into two groups, assigning one of the following responsibilities to each:
Group One
Do a site visit in which students fill out their checklist created in
step 2 based on what they see. Then, perform tests using the water and soil kits. Use commercially available test kits or borrow free kits from your local university. (See information on how to obtain these kits in the resources section for this step.) Groups of students can be assigned to conduct and record the results of specific tests, such as pH or bacteria tests. If you are joining forces with another class, study their data carefully. Recreate experiments in your classroom when possible.
Group Two
Students should gather information on the Web and interview local scientists and local watershed experts (from watershed groups, the EPA, or local universities or colleges) to determine how the body of water they are studying measures up to the characteristics noted by group one. If the site is being cleaned up, interview clean up workers, environmental experts, and local residents to learn about the effects of the clean up. Try to obtain quantitative data that shows the effects of the clean up so far.
If it's not being cleaned up but appears contaminated, ask why there is no clean up currently underway. Interview local environmental groups, geology professors, etc., to hear what should be done to maintain or restore the health of the water site. Can they address just the site or does the problem link to the watershed?
Resources for step 3
Materials needed
The list will vary to suit your particular experiment design, but you will probably need the following:
- Water testing kit - you may be able to borrow kits from your local university, or try the sites listed below
- Soil testing kit - you may be able to borrow kits from your local university, or try the sites listed below
- Access to the Internet or phone
Teacher tool Web sites
Water testing kits
Soil testing kit
Local water resources
- Conservation Information Technology Center: Know Your
Watershed
http://www.ctic.purdue.edu/KYW/Brochures/
GetToKnow.html
This site provides information on what a watershed is, why
watersheds are important, types of pollution that affect
watersheds, and how to get to know your local watershed.
- Earth Force's Global Rivers Environmental Education Network
http://www.green.org/resources/
#Identifying Watershed Problems
This Web site offers a wealth of resources for identifying
and monitoring contaminated watersheds. It includes an online
monitoring database and community action tool.
- Environmental Protection Agency: Contact Information
http://www.epa.gov/epahome/comments.htm
Scroll down to the map and click on your region to get contact
information for or to e-mail questions to your local EPA
office.
- EPA Office of Water: Surf Your Watershed
http://www.epa.gov/surf/
This section of the EPA site has information on how to locate
and learn about watersheds in your area.
- River Network
http://www.rivernetwork.org
The River Network is a national organization that connects
river conservationists with the information that they need.
The site provides listings of local and national resources.
Since there is so much information on this site, you may
want to preview it with your students.
- EPA: Water Atlas
http://www.epa.gov/ceisweb1/
ceishome/ atlas/nationalatlas/ wateratlas.html
Water Atlas tracks and maps America’s bodies of water,
their usage, their health, and steps being taken to improve
their quality.
 More
information about this step
After gathering their data, the two groups should compare
their results. Answer the following:
- What conclusions can they make about the quality of groundwater
or a body of water in their area?
- What efforts, if any, are being made to clean up or preserve
the quality of water they have studied?
- Is there a discrepancy between the quality of the water
they’ve studied and the efforts directed at cleaning
it up? That is, is too little being done, just enough, or
plenty?
- Ask them to support their opinions.
- What steps are needed to protect local groundwater and other
bodies of water from future contamination?
Have students present their findings in a PowerPoint presentation or written report, or as a Web site. (See resources on PowerPoint
and Web page building listed in the Teacher tool Web sites.)
Resources for step 4
Materials needed
- Materials for presentations such as paper and markers,
or presentation software like PowerPoint
Teacher tool Web sites
Work together as a class to design a campaign that promotes
community awareness of the importance of clean groundwater
or the body of water you studied. Start by consulting the
tips and strategies listed in National Wildlife Federation
Web Site http://www.nwf.org/action/howtos/.
Then plan the approach that works best for your community.
Whichever strategy they choose, students should include information
on the relationship between the watershed in which they live
and the groundwater or other bodies of water in their area.
Include information about safe disposal of chemicals and motor
oil, limiting fertilizer use, conserving water, and other
practical information that people can use in their everyday
lives.
Once complete, send the message out to the community by doing
any one of the following:
- Distribute flyers to people in your community.
- Visit other schools nearby to talk about your project and
tell other students how they can get involved in local water
cleanups.
- Contact or go to a local planning board meeting. This is
where real differences can be made in the community. What
kinds of building and zoning are the board allowing? How does
this impact the watershed? Make a presentation on environmental
safety to the board.
Resources for step 5
Bookmark these sites for student
research
- Give Water a Hand
http://www.uwex.edu/erc/gwah/
This site is devoted to informing young people about the
part they can take in protecting bodies of water. Download
action plans and more.
- National Wildlife Federation: Take Action
http://www.nwf.org/action/howtos/
This site gives great advice on how to write to local media,
write press releases, plan campaigns, and more.
Throughout the project, encourage students to take pictures, write articles, and interview environmentalists. Once the entire project is complete, have students create an illustrated article, scrapbook, Web site, or video that includes the following elements:
- Summary of project steps and what was learned in each step from beginning to end. This part should include all the documents created in the previous steps, as well as any photos, video or audio clips, e-mails or letters from people in the field, etc.
- A short analysis of what worked or didn't work in this project, and why.
- A description of what you might change or improve upon for next time.
- A reflection piece that notes what it felt like to undertake this project.
If you choose to do a project that can be posted on the Web, send it to us and we'll post it on the WHAT'S UP IN THE ENVIRONMENT Web site! Make sure to consult our
guideline submissions for instructions on how to build and submit your project.
If possible, check back with the organizations you contacted to see if you inspired the community to get involved in water cleanup. Next year, return to the site of your cleanup to see how clean the water is and how you made a difference. Send us your results with a Web site update.
Resources for step 6
Materials needed
- Either word processing and graphics software such as Word Perfect and Quark, or PowerPoint; or drawing paper and markers
Teacher tool Web sites
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